Question: Which of the following best describes reinforcement?

Answer: A consequence that increases the likelihood of a behavior occurring again

Explanation: Reinforcement is defined as any consequence that follows a behavior and increases the probability that the behavior will occur again in the future.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the difference between positive and negative reinforcement?

Answer: Positive adds something, negative removes something

Explanation: Positive reinforcement involves adding a stimulus to increase behavior, while negative reinforcement involves removing a stimulus to increase behavior.

For more information, see the Skill Acquisition section of our study guide.

Question: Which prompting strategy involves providing the least amount of assistance necessary?

Answer: Least-to-most prompting

Explanation: Least-to-most prompting starts with minimal assistance and gradually increases prompt levels until the learner responds correctly, promoting independence.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the goal of prompt fading?

Answer: To transfer stimulus control from prompts to natural cues

Explanation: Prompt fading gradually reduces artificial prompts so that behavior comes under the control of natural environmental stimuli.

For more information, see the Skill Acquisition section of our study guide.

Question: In discrete trial training, what follows the discriminative stimulus (SD)?

Answer: The client's response

Explanation: In discrete trial training, the sequence is: discriminative stimulus (SD), response, consequence, then inter-trial interval.

For more information, see the Skill Acquisition section of our study guide.

Question: What is shaping?

Answer: Reinforcing successive approximations toward a target behavior

Explanation: Shaping involves reinforcing behaviors that gradually become more similar to the desired target behavior through successive approximations.

For more information, see the Skill Acquisition section of our study guide.

Question: Which type of reinforcement schedule is most resistant to extinction?

Answer: Variable ratio

Explanation: Variable ratio schedules create the highest resistance to extinction because the unpredictable nature maintains responding even when reinforcement is removed.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the primary goal of task analysis?

Answer: To break complex skills into smaller, teachable steps

Explanation: Task analysis involves breaking down complex behaviors into smaller, sequential steps that can be taught individually and then chained together.

For more information, see the Skill Acquisition section of our study guide.

Question: In forward chaining, which step is taught first?

Answer: The first step in the sequence

Explanation: Forward chaining teaches the first step of a task sequence first, then gradually adds subsequent steps until the entire chain is mastered.

For more information, see the Skill Acquisition section of our study guide.

Question: What is incidental teaching?

Answer: Using naturally occurring opportunities to teach

Explanation: Incidental teaching takes advantage of naturally occurring situations and the learner's interests to provide learning opportunities in natural contexts.

For more information, see the Skill Acquisition section of our study guide.

Question: Which of the following is an example of a natural reinforcer?

Answer: Successfully opening a door after turning the handle

Explanation: Natural reinforcers are the logical outcomes of behaviors that occur in everyday environments without artificial arrangement.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the purpose of errorless learning?

Answer: To prevent or minimize errors during learning

Explanation: Errorless learning techniques minimize errors during acquisition by providing sufficient prompts and support to ensure correct responding.

For more information, see the Skill Acquisition section of our study guide.

Question: When should you provide reinforcement during skill acquisition?

Answer: Immediately after correct responses

Explanation: Reinforcement should be delivered immediately after correct responses to strengthen the connection between the behavior and its consequences.

For more information, see the Skill Acquisition section of our study guide.

Question: What is generalization in behavior analysis?

Answer: The spread of behavior change across settings, people, or time

Explanation: Generalization occurs when learned behaviors occur in conditions different from those in which they were originally taught.

For more information, see the Skill Acquisition section of our study guide.

Question: Which teaching method involves teaching the learner to make requests?

Answer: Mand training

Explanation: Mand training teaches requesting behaviors where the learner asks for specific items, activities, or assistance they want or need.

For more information, see the Skill Acquisition section of our study guide.

Question: What should you do if a learner is not making progress on a skill?

Answer: Analyze the data and modify the teaching approach

Explanation: When progress stalls, data should be analyzed to identify barriers and the teaching approach should be modified accordingly.

For more information, see the Skill Acquisition section of our study guide.

Question: What is maintenance in behavior analysis?

Answer: The continued performance of a behavior after teaching ends

Explanation: Maintenance refers to the continued performance of learned behaviors over time, even after direct teaching and reinforcement are reduced or removed.

For more information, see the Skill Acquisition section of our study guide.

Question: Which of the following is a verbal operant that involves labeling or describing?

Answer: Tact

Explanation: A tact is a verbal operant where the speaker labels or describes something in their environment, such as naming objects or describing events.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the first step in teaching a new skill?

Answer: Establish the prerequisite skills

Explanation: Before teaching a new skill, it's essential to ensure the learner has the prerequisite skills necessary for success.

For more information, see the Skill Acquisition section of our study guide.

Question: Which prompt is considered most intrusive?

Answer: Physical prompt

Explanation: Physical prompts involve physical contact to guide the learner through the response and are considered the most intrusive type of prompt.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the goal of using a token economy?

Answer: To bridge the gap between behavior and delayed reinforcement

Explanation: Token economies provide immediate tokens for appropriate behavior that can later be exchanged for backup reinforcers, bridging time delays.

For more information, see the Skill Acquisition section of our study guide.

Question: In backward chaining, which step is taught first?

Answer: The last step in the sequence

Explanation: Backward chaining teaches the last step first, allowing the learner to experience the natural completion and reinforcement of finishing the task.

For more information, see the Skill Acquisition section of our study guide.

Question: What is pivotal response training (PRT)?

Answer: A naturalistic intervention targeting pivotal behaviors

Explanation: PRT is a naturalistic behavioral intervention that targets pivotal behaviors like motivation and self-initiation to produce widespread improvements.

For more information, see the Skill Acquisition section of our study guide.

Question: When should you fade prompts?

Answer: When the learner consistently responds correctly with current prompt level

Explanation: Prompts should be faded when the learner demonstrates consistent success at the current prompt level to maintain performance while increasing independence.

For more information, see the Skill Acquisition section of our study guide.

Question: What is an establishing operation?

Answer: A motivating variable that affects reinforcer value

Explanation: An establishing operation is an environmental event that temporarily increases the value of a reinforcer and the likelihood of behaviors that have produced that reinforcer.

For more information, see the Skill Acquisition section of our study guide.

Question: Which of the following is an example of an intraverbal?

Answer: Saying 'cookie' when asked 'What comes after milk and...?'

Explanation: An intraverbal is verbal behavior controlled by verbal stimuli where the response doesn't match the stimulus, like completing phrases or answering questions.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the main purpose of using a visual schedule?

Answer: To help predict and organize activities

Explanation: Visual schedules help individuals understand the sequence of activities and transitions, providing predictability and structure.

For more information, see the Skill Acquisition section of our study guide.

Question: In discrete trial training, what is the inter-trial interval?

Answer: The time between trials

Explanation: The inter-trial interval is the brief pause between discrete trials, allowing for data recording and preparation for the next trial.

For more information, see the Skill Acquisition section of our study guide.

Question: Which prompt fading technique gradually increases the delay before providing a prompt?

Answer: Progressive time delay

Explanation: Progressive time delay gradually increases the time between the instruction and prompt, allowing opportunity for independent responding.

For more information, see the Skill Acquisition section of our study guide.

Question: What should you do when a learner gives an incorrect response during discrete trial training?

Answer: Follow the error correction procedure specified in the program

Explanation: Error correction procedures should be specifically defined in the teaching program and followed consistently.

For more information, see the Skill Acquisition section of our study guide.

Question: Which is an example of a natural environment teaching strategy?

Answer: Incidental teaching

Explanation: Incidental teaching uses naturally occurring opportunities and the learner's motivation to teach skills in natural environments.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the purpose of using multiple exemplars in teaching?

Answer: To promote generalization

Explanation: Using multiple exemplars (different examples) helps ensure that skills generalize across different stimuli, settings, and conditions.

For more information, see the Skill Acquisition section of our study guide.

Question: When should you provide differential reinforcement?

Answer: Based on the current learning objective and criteria

Explanation: Differential reinforcement should be provided according to the specific criteria defined in the teaching program for the current learning objective.

For more information, see the Skill Acquisition section of our study guide.

Question: What is fluency in skill acquisition?

Answer: Accurate and smooth performance of a skill

Explanation: Fluency refers to performing skills accurately, quickly, and smoothly, indicating mastery and automaticity.

For more information, see the Skill Acquisition section of our study guide.

Question: Which teaching method is most appropriate for teaching motor imitation to a young child?

Answer: Physical prompting with fading

Explanation: Motor imitation often requires physical prompts initially, which are then systematically faded to promote independent imitation.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the advantage of using natural reinforcers?

Answer: They promote generalization and maintenance

Explanation: Natural reinforcers are more likely to be available in the learner's natural environment, promoting generalization and long-term maintenance.

For more information, see the Skill Acquisition section of our study guide.

Question: When teaching a complex skill, what should be taught first?

Answer: The prerequisite or foundational skills

Explanation: Complex skills should be broken down and prerequisite skills taught first to provide the foundation for more advanced learning.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the purpose of programming common stimuli?

Answer: To promote generalization across settings

Explanation: Programming common stimuli ensures that elements present during teaching are also present in generalization settings.

For more information, see the Skill Acquisition section of our study guide.

Question: Which is an example of a listener response (receptive language)?

Answer: Pointing to a ball when asked 'Where is the ball?'

Explanation: Listener responses involve following instructions or responding to verbal stimuli without speaking, like pointing to named objects.

For more information, see the Skill Acquisition section of our study guide.

Question: What should you do if a learner is not acquiring a skill after multiple sessions?

Answer: Analyze the data and modify the teaching approach

Explanation: When learning isn't occurring, data should be analyzed to identify barriers and the teaching approach should be systematically modified.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the benefit of using a variety of teaching formats?

Answer: It prevents boredom and promotes generalization

Explanation: Varying teaching formats maintains engagement and helps ensure skills generalize across different presentation methods.

For more information, see the Skill Acquisition section of our study guide.

Question: When is it appropriate to use mass trials (repeated practice)?

Answer: During initial acquisition of specific skills

Explanation: Mass trials can be useful during initial skill acquisition but should be balanced with varied practice to promote generalization.

For more information, see the Skill Acquisition section of our study guide.

Question: What is an echoic response?

Answer: Repeating or imitating vocal sounds

Explanation: An echoic is a verbal operant where the speaker repeats vocal sounds or words they hear, like vocal imitation.

For more information, see the Skill Acquisition section of our study guide.

Question: How should reinforcement be delivered during skill acquisition?

Answer: Immediately following correct responses according to the schedule

Explanation: Reinforcement should be delivered immediately after correct responses and according to the specified reinforcement schedule for maximum effectiveness.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the role of motivation in skill acquisition?

Answer: It affects learning speed and engagement

Explanation: Motivation significantly impacts how quickly skills are learned and how engaged the learner is during teaching sessions.

For more information, see the Skill Acquisition section of our study guide.

Question: Which factor is most important when selecting teaching targets?

Answer: Functional significance and developmental appropriateness

Explanation: Teaching targets should be selected based on their importance for the learner's daily functioning and developmental appropriateness.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the purpose of intermixing maintenance and acquisition targets?

Answer: To maintain previously learned skills while teaching new ones

Explanation: Intermixing maintenance targets with new learning helps ensure previously learned skills don't deteriorate while new skills are acquired.

For more information, see the Skill Acquisition section of our study guide.

Question: When should you move to the next step in a task analysis?

Answer: When the current step meets mastery criteria

Explanation: Progression through task analysis steps should be based on meeting specific mastery criteria to ensure solid skill development.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the difference between massed and distributed practice?

Answer: The timing and spacing of practice sessions

Explanation: Massed practice has little time between trials, while distributed practice spaces trials across time.

For more information, see the Skill Acquisition section of our study guide.

Question: What is generalization in skill acquisition?

Answer: Using learned skills in new situations, with new people, or with new materials

Explanation: Generalization occurs when learned skills transfer to new contexts beyond the original teaching situation.

For more information, see the Skill Acquisition section of our study guide.

Question: Which prompt type is considered least intrusive?

Answer: Gestural prompt

Explanation: Gestural prompts are typically considered less intrusive than verbal, model, or physical prompts.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the goal of prompt fading?

Answer: To develop independent responding

Explanation: Prompt fading systematically reduces prompts to develop independent responding without assistance.

For more information, see the Skill Acquisition section of our study guide.

Question: Which teaching method presents all steps of a task sequence at once?

Answer: Total task presentation

Explanation: Total task presentation teaches all steps of a task sequence in every trial, prompting as needed.

For more information, see the Skill Acquisition section of our study guide.

Question: What is maintenance in skill acquisition?

Answer: Retaining previously learned skills over time

Explanation: Maintenance refers to continued performance of previously learned skills over time without reteaching.

For more information, see the Skill Acquisition section of our study guide.

Question: When should you provide reinforcement during discrete trial training?

Answer: Immediately following correct responses

Explanation: Reinforcement should be delivered immediately after correct responses to strengthen the behavior.

For more information, see the Skill Acquisition section of our study guide.

Question: What is fluency in skill performance?

Answer: Performing skills accurately and at appropriate speed

Explanation: Fluency involves both accuracy and appropriate rate of responding for functional skill use.

For more information, see the Skill Acquisition section of our study guide.

Question: Which is an example of a natural environment teaching opportunity?

Answer: Teaching 'more' when a child wants additional food

Explanation: Natural environment teaching uses naturally occurring opportunities when motivation is high.

For more information, see the Skill Acquisition section of our study guide.

Question: What should you do if a learner is not making progress?

Answer: Review and modify the teaching approach

Explanation: Lack of progress indicates the need to review and modify the teaching approach or program.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the purpose of task analysis?

Answer: To break complex skills into smaller, teachable steps

Explanation: Task analysis breaks complex skills into component steps that can be taught systematically.

For more information, see the Skill Acquisition section of our study guide.

Question: Which best describes incidental teaching?

Answer: Using naturally occurring opportunities to teach

Explanation: Incidental teaching uses naturally occurring situations and the learner's interests as teaching opportunities.

For more information, see the Skill Acquisition section of our study guide.

Question: What is a prerequisite skill?

Answer: A skill that must be learned before a target skill

Explanation: Prerequisite skills are component skills that must be mastered before learning more complex target skills.

For more information, see the Skill Acquisition section of our study guide.

Question: How should teaching targets be prioritized?

Answer: By functional importance and likelihood of use

Explanation: Teaching targets should be prioritized based on their functional importance and how likely they are to be used.

For more information, see the Skill Acquisition section of our study guide.

Question: What is errorless learning?

Answer: Teaching procedures designed to minimize errors

Explanation: Errorless learning uses prompting and fading techniques to minimize errors during initial learning.

For more information, see the Skill Acquisition section of our study guide.

Question: Which factor most affects learning rate?

Answer: Reinforcement effectiveness and motivation

Explanation: Effective reinforcement and learner motivation are primary factors that influence how quickly skills are acquired.

For more information, see the Skill Acquisition section of our study guide.

Question: What should you do when a learner makes an error?

Answer: Follow the error correction procedure specified in the plan

Explanation: Error correction should follow the specific procedures outlined in the teaching plan for consistency.

For more information, see the Skill Acquisition section of our study guide.

Question: Why is variety important in teaching?

Answer: It promotes generalization and maintains engagement

Explanation: Variety in teaching materials and situations promotes skill generalization and helps maintain learner engagement.

For more information, see the Skill Acquisition section of our study guide.

Question: What is shaping in skill acquisition?

Answer: Gradually reinforcing closer approximations to the target behavior

Explanation: Shaping involves systematically reinforcing successive approximations that gradually approach the target behavior.

For more information, see the Skill Acquisition section of our study guide.

Question: When should you fade prompts?

Answer: When the response is consistently correct with the current prompt level

Explanation: Prompts should be faded when the learner demonstrates consistent success at the current prompt level.

For more information, see the Skill Acquisition section of our study guide.

Question: What characterizes effective instructional delivery?

Answer: Clear, concise instructions delivered consistently

Explanation: Effective instruction delivery involves clear, concise language delivered consistently across trials.

For more information, see the Skill Acquisition section of our study guide.

Question: Which is most important when teaching functional skills?

Answer: Practical application in daily life

Explanation: Functional skills should emphasize practical application and usefulness in the learner's daily life.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the purpose of mastery criteria?

Answer: To determine when a skill is sufficiently learned

Explanation: Mastery criteria establish specific standards for determining when a skill has been learned adequately.

For more information, see the Skill Acquisition section of our study guide.

Question: How should you respond to problem behavior during teaching?

Answer: Follow the behavior plan while continuing appropriate instruction

Explanation: Problem behaviors should be addressed according to the behavior plan while maintaining appropriate instructional procedures.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the main advantage of using natural environment teaching?

Answer: It promotes generalization and uses natural motivation

Explanation: Natural environment teaching capitalizes on natural motivation and promotes generalization by teaching in real-world contexts.

For more information, see the Skill Acquisition section of our study guide.

Question: When should you introduce new teaching targets?

Answer: When current targets are mastered

Explanation: New teaching targets should be introduced only after current targets meet mastery criteria to ensure solid skill development.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the difference between acquisition and fluency?

Answer: Acquisition is learning the skill, fluency is performing it smoothly and accurately

Explanation: Acquisition involves initial learning of a skill, while fluency involves performing that skill smoothly, accurately, and at appropriate speed.

For more information, see the Skill Acquisition section of our study guide.

Question: Which prompting strategy moves from most to least intrusive?

Answer: Most-to-least prompting

Explanation: Most-to-least prompting begins with the most intrusive prompt needed for success and systematically fades to less intrusive prompts.

For more information, see the Skill Acquisition section of our study guide.

Question: What should you do if a teaching strategy isn't effective?

Answer: Analyze the data and modify the approach

Explanation: When teaching strategies aren't effective, data should be analyzed to identify problems and guide modifications to the approach.

For more information, see the Skill Acquisition section of our study guide.

Question: What is pivotal response training?

Answer: A naturalistic intervention targeting pivotal areas that affect multiple behaviors

Explanation: Pivotal response training targets key areas like motivation and self-initiation that lead to improvements across multiple behaviors.

For more information, see the Skill Acquisition section of our study guide.

Question: Which factor is most important for skill maintenance?

Answer: Continued practice and intermittent reinforcement

Explanation: Skill maintenance requires ongoing practice opportunities and intermittent reinforcement to prevent skill deterioration.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the purpose of programming common stimuli?

Answer: To promote generalization across settings

Explanation: Programming common stimuli involves including elements in teaching that will be present in natural environments to promote generalization.

For more information, see the Skill Acquisition section of our study guide.

Question: How should you respond to an incorrect response during teaching?

Answer: Follow the specified error correction procedure

Explanation: Incorrect responses should be handled according to the specific error correction procedure outlined in the teaching plan.

For more information, see the Skill Acquisition section of our study guide.

Question: What is stimulus control?

Answer: When specific stimuli reliably evoke particular responses

Explanation: Stimulus control exists when specific environmental stimuli reliably evoke or occasion particular behavioral responses.

For more information, see the Skill Acquisition section of our study guide.

Question: Which is an effective way to promote skill generalization?

Answer: Use varied examples, settings, and people during teaching

Explanation: Generalization is promoted by varying examples, settings, people, and materials during the teaching process.

For more information, see the Skill Acquisition section of our study guide.

Question: What should guide the pace of instruction?

Answer: The learner's rate of progress and mastery

Explanation: Instructional pace should be individualized based on the learner's demonstrated progress and mastery of skills.

For more information, see the Skill Acquisition section of our study guide.

Question: What is discrimination training?

Answer: Teaching to respond differently to different stimuli

Explanation: Discrimination training teaches learners to respond differently to different stimuli or stimulus conditions.

For more information, see the Skill Acquisition section of our study guide.

Question: Why is it important to vary reinforcers?

Answer: To prevent satiation and maintain motivation

Explanation: Varying reinforcers prevents satiation effects and helps maintain the learner's motivation throughout teaching sessions.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the primary goal of teaching programs?

Answer: To improve quality of life through functional skill development

Explanation: The primary goal of teaching programs should be improving the learner's quality of life through developing functional skills.

For more information, see the Skill Acquisition section of our study guide.

Question: How should materials be selected for teaching?

Answer: Based on learner preferences and functional relevance

Explanation: Teaching materials should be selected based on learner preferences and their functional relevance to the learner's life.

For more information, see the Skill Acquisition section of our study guide.

Question: What is incidental teaching most appropriate for?

Answer: Communication and social skills in natural contexts

Explanation: Incidental teaching is particularly effective for communication and social skills because it uses natural, motivating contexts.

For more information, see the Skill Acquisition section of our study guide.

Question: When should you provide prompts during teaching?

Answer: Based on the specific prompting strategy being used

Explanation: Prompt timing should follow the specific prompting strategy outlined in the teaching plan (e.g., immediate, time delay, etc.).

For more information, see the Skill Acquisition section of our study guide.

Question: What characterizes effective skill acquisition programs?

Answer: Individualized pacing with data-based decisions

Explanation: Effective programs are individualized to the learner's needs and use data to guide pacing and instructional decisions.

For more information, see the Skill Acquisition section of our study guide.

Question: How should you address prompt dependency?

Answer: Systematically fade prompts using planned procedures

Explanation: Prompt dependency should be addressed through systematic fading procedures rather than abrupt removal of prompts.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the role of choice in skill acquisition?

Answer: Providing choices can increase motivation and cooperation

Explanation: Offering appropriate choices during teaching can increase learner motivation, engagement, and cooperation.

For more information, see the Skill Acquisition section of our study guide.

Question: Which best describes effective teaching trials?

Answer: Clear, concise, and consistent

Explanation: Effective teaching trials are characterized by clear instructions, concise presentation, and consistent delivery across trials.

For more information, see the Skill Acquisition section of our study guide.

Question: What should you do when a learner achieves mastery on a target?

Answer: Continue practicing for a few more sessions, then plan for maintenance

Explanation: After mastery, brief continued practice helps solidify the skill before moving to maintenance and generalization phases.

For more information, see the Skill Acquisition section of our study guide.

Question: How can you promote independence in skill performance?

Answer: Systematically fade prompts and increase natural consequences

Explanation: Independence is promoted by systematically fading artificial prompts while increasing reliance on natural environmental cues and consequences.

For more information, see the Skill Acquisition section of our study guide.